Bridging education gaps: Teaching, learning, and inclusion in Kenya

Abstract

This paper examines the evolving dynamics of teaching, learning, and inclusion in Kenya, particularly within the transition from the 8-4-4 curriculum to Competency-Based Education (CBE). The reform emphasizes learner-centered approaches that foster creativity, critical thinking, and problem-solving, positioning education as a key driver of socio-economic development. Despite progress, rural and marginalized communities continue to face persistent barriers such as poverty, cultural norms, insecurity, and inadequate resources. The study adopted a systematic qualitative review of 40 peer-reviewed articles, policy documents, and reports published between 2014 and 2024. The sources were identified through structured searches in databases such as ResearchGate, Academia, Mendeley, ORCID and Google Scholar using predefined inclusion criteria. Through thematic analysis, five dominant strategies emerged for strengthening teaching, learning, and inclusive education: teacher preparedness, infrastructure, digital technology to bridge access gaps, community-driven education models, and legislative reforms alongside financial support programs. Notable interventions include Teacher Capacity Building and Deployment, mobile learning centers for nomadic communities and localized initiatives addressing dropout linked to early pregnancy in counties such as Kilifi, Bungoma, and Homa Bay. While these strategies demonstrate progress, challenges remain in terms of uneven policy implementation, inadequate data, insufficient resource allocation, weak digital infrastructure, and limited teacher training in inclusive pedagogy. The review highlights the importance of multi-sectoral collaboration and community-based approaches in fostering equitable learning opportunities. It concludes that although Kenya has made significant strides in teaching, learning, and inclusion, more empirical research is needed to evaluate the long-term impact of policies and programs. The findings provide valuable insights for policymakers, especially regarding teacher preparedness. They recommend that the Ministry of Education conduct in-service training for teachers on the proper utilization of the available school resources. Schools should encourage the surrounding community and other well-wishers to give a hand in the provision of school resources, expand non-formal education centers and adult literacy classes that are flexible to learners with family responsibilities, and link families to income-generating activities to reduce the economic pressure that fuels early marriage.